The concept of freedom is used most frequently in the so-called radical theories of education. Talk about free schools, schools without walls, open schools and the like is very much in fashion nowadays. But I think that such talk still exhibIts more vagueness than clarity, and that we are still far from a systematic philosophical discussion on the concept of freedom in the educational context. The purpose of this study Is, therefore, to present such a discussion, while paying special attention to the theory of Carl Rogers as an outstanding representative of one of the main streams of such radical educational theory, namely, that of'humanistic psychology'. The work is divided into three Partsl In Part_iOns I try to distinguish, first of all, the different types of questions that tend to be confused in talk about freedon. Equipped with these distinctions I then proceed, In the last chapter, to examine the specific relationship: between the concept of freedom and the concept of education. Dne of the main poInts which emerges is that 'freedom' properly understood cannot be an aim of education, and that when educators talk about 'freedom' as an aim or ideal of education, they usually have in mind the development of autonomy. In Part Two some fundamental implications of Rogers' theory of freedom to edUcation such aSI learning by discovery, self.svaluation, creativity, therapy and personal relationships - are critifally examinod. In Part Three an attempt is made to present an alternative picture to the one "'hich has baen critiCised in Part Two, a picture which encompasses my 0Il10 positive view on what I have argued is the proper relationship bstween freedom, autonomy and education.